摘要:

Vandalism is a major problem facing educators and taxpayers alike. The present investigation analyzed how vandalism costs and student disruption were related to the implementation of a training and consultation package designed to increase the reinforcing ambience of the school. A positive environment, it was posited, would displace previous events that may have set the occasion for vandalism, with cues to promote productive school performance. Eighteen elementary and junior high schools were involved over a 3‐year period. Using a delayed treatment control design, treatment was delivered following either 4 or 13 months of baseline. During treatment, teams of school personnel attended training workshops in behavioral strategies for reducing vandalism and disruption by students in school. Each team also met regularly on its campus to plan and implement programs on a schoolwide basis. To demonstrate that reinforcing procedures were actually implemented and accompanied by change in student performance, these variables were periodically probed throughout the study. Project staff also provided consultation. Vandalism costs decreased significantly (p<.05) more in treatment than control schools, with an average reduction of 78.5% for all project schools. Rates of praise delivered by project teachers and other randomly selected teachers in the school increased significantly (p<.05), and rates of off‐task behavior by students decreased significantly (p<.05) following treatment. The staff development model used in this study appeared to be both feasible and economi

ISSN:0021-8855    

DOI:10.1901/jaba.1983.16-355

出版商:Blackwell Publishing Ltd    

年代:1983

数据来源: WILEY

摘要:

We investigated the relationship between selected parent behaviors, child mealtime behavior, and infant relative weight. Subjects were 7 male and 7 female children varying in age from 12 to 30 months (mean = 23.9 months). Each subject and parents were observed during the dinnertime meal on two occasions using the BATMAN (Bob and Tom's Method of Assessing Nutrition). The children spent 58% of the mealtime eating. They spent very little time making active decisions about what and how much they ate (food requests = 2% of the time; food refusals = 1% of the time). We found significant correlations between child relative weight and (a) parental prompts to eat (r= .81,p<.001), (b) parental food offers (r= .51,p<.05), and (c) parental encouragement to eat (r= .82,p<.001). Thus, the present study suggests a relationship between certain parental variables and the relative weight of their children.

ISSN:0021-8855    

DOI:10.1901/jaba.1983.16-371

出版商:Blackwell Publishing Ltd    

年代:1983

数据来源: WILEY

摘要:

An alternating treatment comparison was conducted of the relative effectiveness of oral and total communication training models for teaching expressive labeling skills to three echolalic autistic children. The results of this comparison demonstrated that total communication proved to be the most successful approach with each of the subjects. In addition, the replication of these findings both within and across subjects suggest that total communication may be, in general, the most effective of these two training models for teaching basic vocal language skills to echolalic children. A number of hypotheses are presented that may provide a basis for the demonstrated effect.

ISSN:0021-8855    

DOI:10.1901/jaba.1983.16-379

出版商:Blackwell Publishing Ltd    

年代:1983

数据来源: WILEY

摘要:

Although considerable attention has been given to the development of institutional staff training and management programs, the generalized effects of such programs on staff and resident behavior have seldom been examined. This study evaluated a program for teaching institutional staff behavioral training and self‐management skills during self‐care teaching sessions with severely and profoundly retarded residents. Following baseline observations in three self‐care situations (toothbrushing, haircombing, handwashing), four direct care staff were sequentially taught to use verbal instruction, physical guidance, and contingent reinforcement in the toothbrushing program. During maintenance, staff were simultaneously taught to record, graph, and evaluate resident and their own behavior in the toothbrushing sessions. Staff were taught use of the training and self‐management skills through a sequence of written instructions, videotaped and live modeling, rehearsal, and videotaped feedback. Observer presence and experimenter supervision were gradually decreased during the maintenance condition. Results indicated that during training and maintenance staff: (a) learned to use the training skills appropriately and consistently in the example situation (toothbrushing); (b) applied the skills in the generalization situations (haircombing and handwashing); and thereafter (c) maintained consistent and appropriate use of the skills with infrequent supervision. In addition, important changes in retarded residents' independent self‐care responding occurred as staff training skills developed. Results are discussed in terms of their implication for future research and continued development of effective staff training and management

ISSN:0021-8855    

DOI:10.1901/jaba.1983.16-395

出版商:Blackwell Publishing Ltd    

年代:1983

数据来源: WILEY

摘要:

The effects of using picture prompts on the acquisition, generalization, and maintenance of complex vocational tasks were evaluated within a multiple baseline design across subjects and tasks. Five moderately and severely mentally retarded adolescents were first trained to use picture prompts to guide their performance on one or more complex tasks. Following training, posttesting with and without the picture prompts was conducted to evaluate the effects of training and to determine maintenance effects over a 2‐ to 4‐week interval. Generalization of performance across tasks was assessed with three of the students who were provided novel tasks (with and without picture prompts) without training. Results indicated that picture prompts can be successfully used to promote both acquisition and generalization of performance, and that subsequent training time on a novel task was reduced when the use of picture prompts had been previously trai

ISSN:0021-8855    

DOI:10.1901/jaba.1983.16-417

出版商:Blackwell Publishing Ltd    

年代:1983

数据来源: WILEY

摘要:

The relative effectiveness of two methods of programming DRO schedules of reinforcement was examined in two experiments. In these two methods, reinforcement is delivered if inappropriate responding is not occurring (a) at the end of an interval (momentary DRO), or (b) throughout the entire interval (whole‐interval DRO). In Experiment 1, the effects of these schedules on disruptive responding of three retarded students were assessed in a multiple‐baseline design. For two students, the momentary schedule occurred first and was ineffective, whereas the whole interval that followed was effective; for the third student, the whole‐interval schedule occurred first and was effective, and reduced responding was maintained under the momentary schedule. In Experiment 2, baseline and the two DRO schedules were each presented in random order each day to one student in an alternating treatments design. The momentary DRO schedule reduced responding, but the whole‐interval schedule was more ef

ISSN:0021-8855    

DOI:10.1901/jaba.1983.16-435

出版商:Blackwell Publishing Ltd    

年代:1983

数据来源: WILEY

摘要:

A coaching strategy to decrease errors in swimming strokes with swimmers who had not improved under “standard” coaching procedures was investigated using a multiple baseline design across subjects and swimming strokes. The procedure resulted in a large decrease in errors on swimming strokes during sessions in a training pool. Stimulus generalization of improved performance to normal practice conditions in the regular pool was observed with all but one swimmer. This improvement was maintained during two maintenance phases lasting approximately 2 weeks, as well as under standard coaching conditions during at least a 2‐week follow‐up. For two swimmers, error rates on one of the strokes showed a gradual increase between the third and fifth week of follow‐up, but brief remedial prompting sessions immediately corrected their performance. Some beneficial response generalization to other components of the stroke being trained was observed, but no improvements were found on untrained strokes. The error correction package did not disrupt practice, require excessive amounts of the coach's time, or necessitate the use of cumbersome apparatus. In addition, the coach and the swimmers considered the procedures to be effective, and expressed their willingness to participate in them again in t

ISSN:0021-8855    

DOI:10.1901/jaba.1983.16-447

出版商:Blackwell Publishing Ltd    

年代:1983

数据来源: WILEY

ISSN:0021-8855    

DOI:10.1901/jaba.1983.16-461

出版商:Blackwell Publishing Ltd    

年代:1983

数据来源: WILEY

摘要:

Howie and Woods (1982) have provided data that, they claim, indicate that a token reinforcement system is redundant in instating and shaping fluent speech within a stuttering treatment program developed by Ingham and Andrews (1973a, b). However, there were substantial procedural differences between the treatment programs referred to in both studies, as well as methodological weaknesses in Howie and Woods' study. These factors provide ample sources of explanation for Howie and Woods' failure to demonstrate benefits from their token reinforcement system.

ISSN:0021-8855    

DOI:10.1901/jaba.1983.16-465

出版商:Blackwell Publishing Ltd    

年代:1983

数据来源: WILEY

摘要:

Ingham's (1983) critique of our research is based on the unwarranted assumption that it claimed to be a replication of Ingham and Andrews' (1973a) study. Our report did not claim to be a replication. Procedural differences between treatments do not preclude the possibility of drawing general conclusions that may apply to related treatments, or suggesting possible confounding variables that might be operating in another study. We have nevertheless dealt with each of Ingham's methodological objections. In general, we believe that we struck an acceptable compromise between the needs of clients and theoretical and research demands. We stand by our original conclusions, and note with satisfaction that Ingham concurs with our emphasis on systematic structure rather than the presence or absence of rewards as the crucial component of this type of stuttering treatment.

ISSN:0021-8855    

DOI:10.1901/jaba.1983.16-471

出版商:Blackwell Publishing Ltd    

年代:1983

数据来源: WILEY